7 october 2015macquarie university library informal learning spaces/ the library of the 21 st...

21 April 2023 Macquarie University Library

Informal Learning Spaces/ the Library of the 21st Century

Learning and Teaching in an Information Age Symposium,

22 August 2007

21 April 2023 Macquarie University Library No 2

Planning Questions

What does the Library of the 21st Century look like?– Evidence– Key planning concepts

Does this thinking have relevance for other informal learning spaces on campus

How does this relate to the Learning and Teaching Plan?


Definitions

In the Information Age – all space is potentially learning space

• Formal learning space – “teacher-led” learning experience – the teacher directs the learning - classroom, seminar room, laboratory

• Informal learning space – “learner-led” learning experience – the learner has responsibility for the learning – corridor, walkway, café, library, residences


Key Trends

• “Information” Age – the impact of user-created content

• “Interaction” Age – the impact of social networking tools


Individual Study


Group Work

21 April 2023 Macquarie University Library

Access to Information in the “Information Age”


Research Libraries –Where are we now?

• Half the business is transacted electronically – in our case 5,500 physical visits every calendar day and 5,500 electronic visits

• Two thirds of the acquisitions budget is spent on electronic resources

• Use of electronic resources is increasing; in 1999 we had 2,500 ejournals and 0 ebooks; by 2006 we provided access to 52,000 subscription ejournals, 30,000 free ejournals and 22,500 ebooks

• Loans of physical items are starting to decrease• 20% of the collection satisfies 80% of the loans made


What will usage be like 20 years from now?


Paper versus Electronic Journals

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Paper versus Electronic Books

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Resource Usage 2029

Predicted changes in usage of books and journals:

Current Use: 40% of total usage is Books - 60% JournalsBy 2029: no change in this ratio

Current Use: Electronic journals 80%; paper journals 20%By 2029: Electronic journals will become 95%

Current Use: Electronic Books 5%; Paper books 95%By 2029: Electronic books will become 70%


“I’ve got the Net – why do I need to come to campus?”

“I’ve got Google – why do I need the Library”

The Big Questions


Evidence

• North AmericaEDUCAUSE Learning Initiativehttp://www.educause.edu/eliScott Bennetthttp://www.libraryspaceplanning.com

• United KingdomJoint Information Systems Council (JISC)- Planning and Designing Technology-Rich Learning

Spaceshttp://www.jiscinfonet.ac.uk/infokits/learning-space-design


Thinking about Space

“We often start the design of learning spaces with service and operational

considerations rather than with questions about the character of the learning we

want to happen in the space”

Bennett, S. (2007) ‘First questions for designing higher education learning spaces’ Journal of Academic Librarianship (33)1, pp. 14-26.


Bennett’s Key Questions

Question 1

What is it about the learning that will happen in this space that compels us to build a bricks and mortar learning space, rather than rely on a virtual one?


Observations

• Some aspects of immersion learning are hard to achieve except in physical spaces.

• Some of the social dimensions of learning cannot be fully realized or substituted for in virtual space.

• The character of collaborative learning is likely to be different in physical and virtual spaces.

• Physical space is needed for the performance aspect of teaching and learning.



Question 2

How might this space be designed to encourage students to spend more time studying and studying more productively?


“Deep Learning”

“The more time students spend preparing for class, working on campus, and participating in co- curricular activities, themore they report themselves as engaged in deep learning behaviors” – (higher order, integrative, and reflective learning behaviors).


The Social Dimension

‘‘Space designs that acknowledge the social dimension of . . . learning behaviors and that enable students to manage socializing in ways that are positive for learning are likely to encourage more time on task and more productive studying, and thereby yield a better return on the investment in physical learning spaces.’’


Qualities of “Good” Space

• Convenience

• Comfort

• Quiet, or freedom from distraction(The quiet sought varies greatly from student to student

and from situation to situation for a given student. Students wanted a study environment that is ‘‘distraction- free” but combined with enough noise and activity so that they don’t get bored or fall asleep)


Convenience

St Martin’s College


Comfort

St Martins College


Comfort

Saltire Centre, Glasgow Caledonian University


Quiet Space

Saltire Centre, Glasgow Caledonian University



Question 3

For what position on the spectrum from isolated study to collaborative study should this learning space be designed?


NSSE 2004 Data

“Learning space design that is responsive to these data must accommodate both solitary and collaborative learning behaviors, understanding that both occur with approximately equal frequency, but with collaborative learning behaviors growing more important over the four- or five-year course of a student’s work”

and also the concept of “tidal flow” throughout a semester


Techno-Café Durham University


“Studying Along”

“Students readily distinguished between individual and group study, but their actual practices revealed a third type: studying along rather than alone or together. In effect, a student studies alongside others who are studying, sharing space but working separately rather than participating in a joint project”

“I come to the Library to get serious about study”


Studying Along

University of Warwick



Question 4

How will claims to authority over knowledge be managed by the design of this space?

What will this space affirm about the nature of knowledge?


“Authority and space”

“The archetypal behavior for asserting authority over knowledge is the faculty member’s lecture; the archetypal space designed to reinforce that authority is the classroom, with the teacher standing in front and in command of the chalk board and other teaching technologies, while students are seated attentively facing their instructor.

There are many other ways we design spaces to reinforce claims to authority over knowledge. Examples include book-lined faculty offices and librarians ensconced behind monumental reference desks with the ready-reference collection and a computer at their command”


The Reference Desk



Question 5

Should this space be designed to encourage student/teacher exchanges outside of the classroom?

Do you want space in the Library to work with your students or do you want us to rent you a disguise?



Question 6

How might this space enrich educational experiences?


Celebration

“Learning spaces designed to celebrate the accomplishments of learning – by exhibiting its products (scientific posters, engineering models, the results of research projects and independent study, etc.) or by offering performance venues (for talks, art exhibits, award activities, etc.) – will indicate that the space is itself meant to occupy interest and stimulate intellectual activity”


Display Space

Matthew Boulton College


Planning Context

In this context, the new Library

….needs to move from being collection-centred to being learner-centred

…. to supporting research, learning and personal development in a network environment


Planning Challenges for the New Library

• Supporting active and social learning in “valued” space (engaging)

• Insinuating library services and resources in learners’ workflows (learner-centred)

• Improving access to resources in the electronic environment while maintaining access to print for at least the next 20 years (quality & convenience)

• Containing costs – opportunity costs of valuable real estate (value for money) and environmental sustainability


Relevance to the Learning & Teaching Plan

• Fostering student engagement and capability– Consultation in the detailed design phase

of the new Library Building Project• SOC300 interns• Level 1 “sandbox” space funded by T&L

Performance Fund


Relevance to the Learning & Teaching Plan

• Supporting student learning through appropriate infrastructure


Questions

1. What are our expectations for graduate attributes that make Macquarie distinctive?

2. Are these expectations reflected in in the design of our learning experiences and learning spaces, formal and informal?

3. What are the learning activities we use and want to use to engage students?


Suggested Action

Form a Learning Environment Design Group to:– Understand the current learning activities

associated with our desired graduate attributes, our pedagogies and the space needs related to these

(How? – Conduct a survey of staff and students based on the methodology developed in the US as an adjunct to the NSSE Surveys (in principle agreement has already been obtained to adapt the US survey for Australian conditions – current surveys available at http://www.libraryspaceplanning.com/projects.htm )

– Plan for new space based on new pedagogies and interactions

7 october 2015macquarie university library informal learning spaces/ the library of the 21 st...

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